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Possible problems in selecting appropriate teaching materials.
Introduction
Selecting and Developing Teaching/Learning Materials
To the problem of using authentic audio and video materials in teaching foreign languages The Problem –solving Method in Education
Conclusion
References
Introduction
Today language and methodology researchers have an opportunity to watch a dramatic increase in the use of commercially produced foreign language course books as core teaching materials in young learner classrooms, including preschool classrooms. Recent governmental decrees and laws gave a fundament for developing teaching English at preschool educational institutions in Uzbekistan. The process is considerably new step, which requires careful approach and, especially, teaching materials. Unfortunately, in many cases, the approaches taken and the methods advocated in teaching materials for preschoolers are accepted uncritically by the teachers using them regardless of specific context. Sometimes teachers do not have a choice and are forced to ‘teach the book’ and implement methodologies that they may not agree with. However, in both cases there is a huge risk of not doing what is best to promote learning. To avoid this possibility in preschool institutions a more critical stance towards language learning materials is needed. Before evaluating language learning materials in terms of their ability to promote learning it is necessary to have a set of principles about how languages are learned. Cameron [1, pp. 19-20] writes that the following have emerged as the most important principles in thinking about foreign language learning by young learners of the preschool age:
1) Children always try to construct meaning;
2) Children need physical activities;
3) Language in use carries cues to meaning that may not be noticed;
4) Language skills separated from social interaction;
5) Children’s foreign language learning depends on what they experience. The approaches of Cameron and Paul have much in common: they are both influenced by humanistic and constructivist approaches; they both focus on the needs of the learner; and both are critical of teacher-centered approaches. They differ in that Cameron advocates a learning-centered approach, whereas Paul favors a child-centered approach. Child-centered learning, according to Paul, does not revolve around having children do activities or projects individually or in groups, or being as physically active as possible. It is ‘more mental than physical’ with the initial desire for learning starting within each child In this approach, while teachers may choose a language target, they must ensure that before the children learn the language that they also feel it is important and have a genuine desire to learn it. Halliwell provides a checklist for evaluating and comparing young learner course books. The advantages and disadvantages of checklists have been pointed out by several writers. Not only can checklists be systematic and comprehensive, they are also cost and time effective, and the results are easy to understand, replicate and compare. Moreover, pre-existing checklists can become dated and the criteria used may not be transparent or based on assumptions shared by everyone . Sheldon has also written how considerable modification of any set of culturally restricted criteria is necessary to make them applicable to most local contexts. The materials evaluation scheme used by most methodologists was checklist-based, requiring responses indicating levels of agreement or disagreement with statements about the materials. The evaluation assessed the materials in relation to the following areas:
1) General Appearance;
2) Layout and Design;
3) Methodology;
4) Activities;
5) Language Skills;
6) Language Content;
7) Topic Content;
8) Teachability and Flexibility;
9) Assessment.
The evaluation scheme was designed with the aim of evaluating the ability of the materials to promote learning in a particular context. This aim is reflected in the selected criteria. While some existing evaluation checklists provided some relevant and useful examples, many criteria were irrelevant to my purposes and context. For example, criteria regarding the affordability of the materials are irrelevant to my context as the materials have already been chosen and learners must purchase them regardless of the cost. My learning-centered approach to teaching also influenced the evaluation criteria included. However, accepting that all evaluations are ‘essentially subjective’ this was unavoidable.
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